Academic Self-Concept, Social Support and Scholastic Adjustment of Students in Rivers State Universities
Abstract
This study investigates academic self-concept, social support and scholastic adjustment of
students in Rivers State Universities. The study adopted correlational research design. Three
research questions and three corresponding null hypotheses guided the conduct of this study. The
population of the study consisted 5789 and 9871 first year undergraduate students from Ignatius
Ajuru University of Education and Rivers State University respectively. Sample size of 370 first year
undergraduate students from both universities. Cluster sampling technique was used to select four
faculties from each university, making it eight faculties sampled in the study. Furthermore,
purposive sampling technique was used to select the sample 270 first year undergraduate students.
Three instruments titled Academic Self-concept Scale (ASS), Social Support Inventory (SSI) and
Scholastic Adjustment Scale (SAS) were used to collect data from the undergraduates (respondents).
A test-retest method was employed to determine the reliability of the instrument using Pearson’s
Product Moment Correlation. A reliability coefficient 0.87 was established for ASS, 0.83 was
established for SSI and 0.88 was established for SAS. Pearson’s Product Moment Correlation was
used to answer the research questions and test the null hypotheses at 0.05 level of significance. The
results of the study were the following: there is a significant relationship between academic
confidence and scholastic adjustment of students in Rivers State universities, there is a significant
relationship between academic confidence and scholastic adjustment of students in Rivers State
universities and there is a significant relationship between social support and scholastic adjustment
of students in Rivers State universities. Based on the findings, the researcher recommends among
others that universities in Rivers State should develop and implement programs and initiatives
aimed at enhancing students' academic confidence. These programs can include workshops,
seminars, and mentoring sessions that focus on building self-esteem, study skills, time management,
and effective learning strategies.
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